HTC Presentation Version 1


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This is a presentation by Michael Rost for HTC on designing online interventions for the Foundation Program.

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HTC Presentation Version 1

  1. 1. Designing Effective Online Interventions Dr. Michael Rost [email_address] blog
  2. 2. What I’m not intending to do… <ul><li>… provide an exciting look at the possibilities and potentials of computer technology for education. Help you begin to incorporate a wide variety of computer-based technology for both professional and instructional use. Give you sense of all that is possible using technology in teaching and concrete ideas about how to infuse technology into your teaching. Blah, blah, blah. </li></ul>
  3. 3. What I would like to do… <ul><li>Explore practical methods of… </li></ul><ul><li>• designing (creating, selecting, adapting, ‘tasking’) </li></ul><ul><li>• effective (valid, practical, ‘accountable’, generative) </li></ul><ul><li>• online ( available anytime anywhere ) </li></ul><ul><li>• interventions (‘devices’, supplements, redirections) </li></ul><ul><li>that fit specific needs of your students </li></ul><ul><li> </li></ul>
  4. 4. The plan… <ul><li>Explore our own orientations toward technology </li></ul><ul><li>Outline research on online learning </li></ul><ul><li>Identify areas for supplementation & intervention </li></ul><ul><li>Give a quick review of “Best in Show” prototypes </li></ul><ul><li>Review keys to successful online learning </li></ul><ul><li>Entertain Q & A, Q & Q </li></ul>
  5. 5. Personal Orientations
  6. 6. Personal Orientations Task: What are 3 tools that are essential in your teaching? Explain reasons for your choices.
  7. 7. MR’s Backstory: Incorporating technology <ul><li> </li></ul>Togo – the value of Zero Technology Thailand – the value of New Technology UCB – the value of Collaborative Use of Technology LEI – the value of Packaging Technology
  8. 8. Looking at theories of using technology in language learning <ul><li>Task: </li></ul><ul><li>What are the learners doing in each scenario? (Use a POV student perspective.) </li></ul><ul><li>What are the differences between the scenarios? </li></ul><ul><li>Which learning scenario would be most valuable to you? </li></ul>Personal Orientations
  9. 9. Assessing the value of different types of instruction: What’s different about this…?
  10. 10. … and this?
  11. 11. … and this?
  12. 12. Differences lie in… <ul><li>Degree of learner autonomy / dependence </li></ul><ul><li>Degree of learner action / participation </li></ul><ul><li>Proportion of live vs. online instruction </li></ul><ul><li>Type of task, type of outcome </li></ul><ul><li>Instructional “world” = “learning culture” </li></ul>
  13. 13. Thesis: Online instruction can add value in specific ways. <ul><li>+ provide intensive skills practice </li></ul><ul><li>+ provide additional input and “interaction” </li></ul><ul><li>+ enhance classroom instruction </li></ul><ul><li>-------------------------- </li></ul><ul><li>+ provide an enriched socio-cultural context </li></ul><ul><li>+ simulate (academic) learning environments </li></ul><ul><li>--------------------------- </li></ul><ul><li>+ provide opportunities for “pushed” output </li></ul><ul><li>+ develop 21 st Century Skills (communication, connection, collaboration , creating, critical thinking) </li></ul>
  14. 14. The research says… <ul><li>Classroom only > Distance only </li></ul><ul><li>Hybrid (Classroom + Online) > Classroom only </li></ul><ul><li>Hybrid > Classroom only > Distance only </li></ul>
  15. 15. Research Paradigms <ul><li>Input-Interaction Theory: Is amount and type of input & interaction in l vs o courses equal? </li></ul><ul><li>Socio-cultural Theory: How do online courses increase/decrease motivation? Increase/decrease ‘connectedness’ to TLC? </li></ul><ul><li>Processing Theory: How do online courses promote progressively deeper levels of processing? </li></ul>
  16. 16. Research Method 1 <ul><li>Learner perception studies ask learners about their experiences of various forms of hybrid learning (e.g. Pasfield, 2011; Lee, 2004) . </li></ul>
  17. 17. Research Method 2 <ul><li>Cross-mode (live-online) task studies compare learning outcomes of classroom vs. distance learning vs. hybrid settings (e.g.Bloch, 2008, Armstrong et al, 2005) . </li></ul>
  18. 18. Research Method 3 <ul><li>Differential impact explore effects on online coursework on accuracy and proficiency gains studies (e.g. Vinagre and Munoz, 2011) . </li></ul>
  19. 19. Research Method 4 <ul><li>• “ Snapshot” studies provide data sets that show how learner ( and teacher! ) activity, particularly s-s/s-t negotiation and noticing, in online tasks promotes SLA (e.g.Dooly, 2011; Wagner, 2009; Sing and Khine, 2006 ) . </li></ul>
  20. 20. Research Method 5 <ul><li>Detailed course reports by teachers of online courses track student progress and effects of topic and task types (Baralt et al, 2011; Healy et al, 2011) . </li></ul>
  21. 21. The upshot: <ul><li>Online learning alone is generally not as effective as classroom learning alone => </li></ul><ul><li> Attempt to have appropriate balance of classroom to online. </li></ul><ul><li>Online learning + Classroom learning is almost always more effective than classroom learning alone. => </li></ul><ul><li>Find ways of supplementing classroom learning with online learning. </li></ul>
  22. 22. Differences in effect are due to: <ul><li>teacher involvement </li></ul><ul><li>learner strategy training </li></ul><ul><li>accountability of Ss (record keeping) </li></ul><ul><li>choice (and variety) of online tools </li></ul><ul><li>choice (and variety) of content </li></ul>
  23. 23. The Challenge! <ul><li>Foundation Program: 12 months to achieve: </li></ul><ul><li>- Intermediate language proficiency in 4 skills </li></ul><ul><li>- Readiness for academic study in the L2 </li></ul><ul><li>- 21 st Century learning skills </li></ul>
  24. 24. What kinds of interventions are needed? <ul><li>Goal 1: Language Acquisition </li></ul><ul><li>• Reading = increase in speed/quantity, comprehension, semantic depth, strategy development </li></ul><ul><li>• Listening = increase in speed/quantity, comprehension, semantic depth, strategy development </li></ul><ul><li>• Conversation =increase in accuracy, depth, participation strategies, presentation quality </li></ul><ul><li>• Writing = increase in accuracy, semantic depth, appropriateness </li></ul>
  25. 25. Aside: How long does it take to learn a L2?
  26. 26. What kind of interventions are needed? <ul><li>Goal 2: Academic Readiness </li></ul><ul><li>• Massive Vocabulary Growth </li></ul><ul><li>• Comprehension of Lectures </li></ul><ul><li>• Participation in Discussions </li></ul><ul><li>• Self Management of Tasks and Goals </li></ul>
  27. 27. Aside: What strategies lead to readiness?
  28. 28. What kind of interventions are possible? <ul><li>Goal 3: 21 st Century Skills </li></ul><ul><li>• Connection </li></ul><ul><li>• Communication </li></ul><ul><li>• Collaborations </li></ul><ul><li>• Critical Thinking </li></ul><ul><li>• Creative Expression </li></ul>
  29. 29. Aside: What are 21 st Century Skills
  30. 30. Best in Show <ul><li>Language Acquisition </li></ul><ul><li>Academic Preparation </li></ul><ul><li>21 st Century Skills </li></ul>
  31. 31. Best in Class: Listening <ul><li>•  Broadcasts from the BBC A range of audio and video broadcasts available for online streaming. </li></ul><ul><li> </li></ul><ul><li>• YouTube Selection Selected YouTube videos, subtitled by members </li></ul><ul><li>• Free TV Watch your favorite TV shows. Anytime. For free. </li></ul><ul><li>• English Language Listening Lounge Massive number of interesting interviews, tasks, vocabulary and cultural notes </li></ul><ul><li> </li></ul><ul><li>• Awesome Stories “The story place of the web” Tell yours, listen to others’. </li></ul>
  32. 32. Power of Five
  33. 33. Best in Class: Grammar <ul><li>• Grammarly “ World’s most accurate grammar checker ” – checks written texts </li></ul><ul><li> </li></ul><ul><li>• Azar Grammar Teacher-created worksheets on discrete grammar points </li></ul><ul><li> </li></ul><ul><li>• Many Things Simple interactively scored activities, organized topically </li></ul><ul><li> </li></ul><ul><li>• Activities for ESL Range of self-scoring quizzes </li></ul><ul><li> </li></ul><ul><li>• Listen and Write Dictation practice, lots of dictation practice </li></ul><ul><li> </li></ul>
  34. 34. Best in Class: Conversation <ul><li>• Google Voice Free phone voice messages, transcribed automatically (80%), feedback mechanism </li></ul><ul><li> </li></ul><ul><li>• ESL Gold includes situations, conversation topics, speaking tasks </li></ul><ul><li> </li></ul><ul><li>•  Chatterbox Challenge – variety of controlled conversations with chatterbots </li></ul><ul><li> </li></ul><ul><li>•  Voice Thread – Group conversations (asynchronous) around images, documents and video clips </li></ul><ul><li>www.voicethread .com </li></ul><ul><li>English Baby – Forums and chat rooms for conversation </li></ul><ul><li> </li></ul>
  35. 35. Best in class: Vocabulary <ul><li>Vocabahead – short videos to illustrate vocab for standardized tests </li></ul><ul><li> </li></ul><ul><li>• Word a Day – receive a new word each day </li></ul><ul><li> </li></ul><ul><li>• Visual Thesaurus – Visualize word webs </li></ul><ul><li> </li></ul><ul><li>• Corpus Based Learning – Use large database of spoken English to learn collocations and contexts </li></ul><ul><li> </li></ul><ul><li>Listen to English Focuses on short pedagogic podcasts and vocabulary building </li></ul><ul><li> </li></ul>
  36. 36. Best in Class: Academic Prep <ul><li>• Khan Academy Learn almost anything (mostly about science) </li></ul><ul><li> </li></ul><ul><li>• Academic Earth Online courses from the world's top scholars. </li></ul><ul><li> </li></ul><ul><li>• Brain Pop animated, curriculum-based content that engages students </li></ul><ul><li> </li></ul><ul><li>• Wikiversity – Audio and Text-based courses, “set learning free” </li></ul><ul><li> </li></ul><ul><li>• Literacy Net Graded and supported readings on a range of topics, with skill building exercises </li></ul><ul><li> </li></ul>
  37. 37. Best in Class: Connection and Collaboration <ul><li>• The Common Language Project Inform each other on “crucial human issues of our time.” </li></ul><ul><li> </li></ul><ul><li>• Language Exchange Meet other international students and communicate via Skype </li></ul><ul><li> </li></ul><ul><li>• Livemocha “Welcome to the world’s largest language learning community.” </li></ul><ul><li> </li></ul><ul><li>• Social Networks Connect with others, locally and internationally, promote yourself and your interests; pre-fab communities </li></ul><ul><li> , </li></ul><ul><li>• Online Communities Connect with others for specific purposes </li></ul><ul><li> </li></ul>
  38. 38. Best in Class: Critical Thinking <ul><li>TED (Technology, Entertainment, Design) Leading innovators, short illustrated talks </li></ul><ul><li> </li></ul><ul><li>Survey Monkey Inquire about people’s opinions, analyze results (with e.g. Compelling Conversations ) </li></ul><ul><li> </li></ul><ul><li>Critical Thinking Course Students learn about claims, arguments, validity, conclusions </li></ul><ul><li> </li></ul><ul><li>• Qualia Soup A YouTube channel discussing controversial topics and arguments </li></ul><ul><li> </li></ul><ul><li>• Journal Writing Prompts 300 prompts for reflective journal writing </li></ul><ul><li> </li></ul>
  39. 39. Best in Class: Communication (Self-Expression) <ul><li>Write and record your own story </li></ul><ul><li> </li></ul><ul><li>Direct and post your own videos </li></ul><ul><li> </li></ul><ul><li>• Assemble and narrate multimedia shows slideshows </li></ul><ul><li> </li></ul><ul><li>• Share your own presentations </li></ul><ul><li> </li></ul><ul><li>• Design original multimedia presentations </li></ul><ul><li> </li></ul>
  40. 40. Learning Games <ul><li>• The Experiential Learning Group Offers listening games oriented for adults. </li></ul><ul><li> </li></ul><ul><li>• ESL Games World Flash-based games for lower levels </li></ul><ul><li> </li></ul><ul><li>• Multiplayer Games (MMOG) Interact with other players around the world </li></ul><ul><li> </li></ul><ul><li>• English Wizz A Jeopardy style board game on over 300 world topics </li></ul><ul><li> </li></ul><ul><li>• Free Thinking Games A variety of critical thinking games </li></ul><ul><li> </li></ul>
  41. 41. Best in Class: Free Tools <ul><li>Skype (+ Ecamm) - record your conversations </li></ul><ul><li> , </li></ul><ul><li>Google Docs - use spreadsheets to track students’ tasks </li></ul><ul><li> </li></ul><ul><li>• Facebook - create a class page </li></ul><ul><li> </li></ul><ul><li>• Drop Box keep a portfolio of student work </li></ul><ul><li> </li></ul><ul><li>• i-Tunes Post and access audio, video, learning apps </li></ul><ul><li> </li></ul>
  42. 42. Keys to Successful Online Interventions <ul><li>• Compelling Content </li></ul><ul><li>• Transparent Navigation </li></ul><ul><li>• Learning Strategy Instruction </li></ul><ul><li>• Adding Clear, Doable Tasks </li></ul><ul><li>• Adding Evaluation (+/-, Performance Scales ) </li></ul><ul><li>• Adding Learner Feedback (Likert Scales, “Yelp!” suggestions) </li></ul><ul><li>• Adding Learner Presentations </li></ul><ul><li>• Keeping Records of learner performance (spreadsheets)… </li></ul><ul><li>And the missing pieces: </li></ul><ul><li>•  Learner Commitment and Trust </li></ul><ul><li>• Teacher Commitment, Confidence, and Belief </li></ul>
  43. 43. Thank you for your participation… <ul><li>… and collaboration </li></ul><ul><li>Michael Rost </li></ul><ul><li>[email_address] </li></ul><ul><li> </li></ul><ul><li> </li></ul>
  44. 44. Best in Class: Teacher Blogs <ul><li>English with Jennifer </li></ul><ul><li> </li></ul><ul><li>English Raven </li></ul><ul><li> </li></ul><ul><li>ELT from A to Z </li></ul><ul><li> </li></ul><ul><li>That’s Life </li></ul><ul><li> </li></ul><ul><li>• TEFL Matters </li></ul><ul><li> </li></ul><ul><li>Critical mass elt </li></ul><ul><li> </li></ul>
  45. 45. If you have time to check out… Some References <ul><li>Healy, D. et al. (2011_ TESOL Technology Standards. TESOL. </li></ul><ul><li>Horizon Project </li></ul><ul><li>MSU Michigan State's Confucius Institute and MMOG for Chinese: </li></ul><ul><li>Thorne, S. L. (2009). 'Community', Semiotic Flows, and Mediated Contribution to Activity. Language Teaching , 42(1): 81-94. </li></ul><ul><li>Thorne, S. L. & Reinhardt, J. (2008). “Bridging Activities,” New Media Literacies and Advanced Foreign Language Proficiency. CALICO Journal, 25(3): 558-572. </li></ul><ul><li>Wesch, Michael (2011) The Machine is Us: = </li></ul>
  46. 46. Some ( advance organizer ) aphorisms <ul><li>No ______to lose </li></ul><ul><ul><ul><ul><li>3000 _____________a day </li></ul></ul></ul></ul><ul><li>• all learning is __________learning </li></ul><ul><li>• acquisition is initiated by “_________” </li></ul><ul><li>•  best teaching is through “_________” </li></ul>